Advanced math course taking: Effects on math achievement and college enrollment

Soo-yong Byun, Matthew J. Irvin, Bethany A. Bell

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low socioeconomic status students than for high socioeconomic status students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed.

Original languageEnglish (US)
Pages (from-to)439-468
Number of pages30
JournalJournal of Experimental Education
Volume83
Issue number4
DOIs
StatePublished - Oct 2 2015

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advanced course
Social Class
Students
social status
Propensity Score
student
Longitudinal Studies
longitudinal study
ethnicity
interaction

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

Byun, Soo-yong ; Irvin, Matthew J. ; Bell, Bethany A. / Advanced math course taking : Effects on math achievement and college enrollment. In: Journal of Experimental Education. 2015 ; Vol. 83, No. 4. pp. 439-468.
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Advanced math course taking : Effects on math achievement and college enrollment. / Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

In: Journal of Experimental Education, Vol. 83, No. 4, 02.10.2015, p. 439-468.

Research output: Contribution to journalArticle

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